o Traditions/required subject matter.
o Other teachers not inspired/motivated.
o Time is an impediment to think, to learn, to share.
o When adding, there’s a need to remove – choosing what to remove.
o Learning how to use personal strengths in new ways.
o Appropriateness for el. Ed.
o No requirement on teachers.
o No time in class to explore and go deeper.
o Balance content, tools and process.
o Getting outside our comfort box.
o Lack of accessibility to laptops or lab.
o Skepticism – it’s all changing anyway.
o Being willing to be uncomfortable.
o Parents and teachers are resistant to change.
o Change stops faculty.
o Equipment.
o Teachers are afraid to fail, to know less than kids.
Group B
o Help teachers realize they can save time by doing things in a new way.
o Lack of equipment – especially user-friendly equipment (want it to be used).
o Lack of time for faculty to learn this – have to devote nights, weekends.
o Pedagogy – Many old ideas are still good. People wonder if 21st century skills are good, too, but these skills have been thought about for a long time.
o Misunderstanding – How old and new complement each other.
o Being strong in 21st century (speed) – losing opportunities.
o Too many people don’t know/assume that “new tech is a better way to engage students with content and provide a deeper learning experience than traditional methods.”
o College focus distracts students and parents.
o So many ideas can be overwhelming.
o Every step of teaching new tools takes time…pushback from admin can be disheartening.
o Having energy to start something and not wanting to tell/criticize people that they’re “doing things wrong.”
o Presenting new ideas in a way that encourages people to adopt new and let go of some old…making room.
o Timing it – Only up in beginning. A year, not end.
o Setting up accounts, familiarizing students with tools (not same as FB) – have to pick and choose a couple digital projects.
o Web 2.0 tools fluid – changing – hard to know what to choose and invest time in.
o Fitting into curriculum. Make teachers see integrating, not recess. Throwing out other things.
o Teacher morale gets covered without admin enthusiasm.
o The vision of our teachers not seeing this as burden but a new spin, an enhancement – making lessons easier for kids to understand. Tools, not burdens.
o Don’t be afraid to say “I might not be doing this next year” – must be flexible.
o Must be willing to make room for new opportunities.
o 21st century demands flexibility, constant change.
o How do we bend thinking without breaking minds? It’s a person-to-person barrier.
o Some people are slower to change. Celebrate the good about teachers to get them on board while gently pushing forward, sharing ideas.
o There’s no one-size-fits-all. Lots of listening and quarrel reactions (seeing how people respond).
o Don’t see “difficult” people as barriers – just nurture people in their own way.
o Love professional development because you love teaching and want to learn to be a better teacher.
o Having agenda already set puts off tteachers. Let them choose what they want to learn to be more amiable to learning it.
o Teachers must also see themselves as learners (even if learning new material is just for the short term).
Group C
o Lack of resources. Not enough computers, projectors, for teachers and ks
o Developing a plan is a challenge when resources are lacking.
o Overarching yet well-thought out plan is difficult.
o Time. When to fit in the investigation of the tools.
o The need for really cohesive curriculum mapping.
o The need for a shift in thinking that technology is a “separate” subject. Needs to be collaborative between tech. experts and content experts.
o How to shift the ideology about what a classroom should “look like”.
o Follow-through with using “tools” when other competing pressures
o Hard to catch up with other team members.
o Lack of knowledge of parents and faculty. Fear and “heel-digging.”
o Parental range of responses. Some enthusiastic while others fearful.
o Paradox between feeling that you’re in a community, but its virtual. And a sense of isolation within the school itself.
o Finding the most effective way to present this to other teachers.
o Emotional component to learning the tools. Both ends of the spectrum. Folks who are elitist maybe
o Tool vs. transformational change
o Re-awaken the faculty in the desire to learn in faculty who feel competent in their areas to the “unsure” footing of new technologies.
o Shift in pedagogy is challenging if you are a technical expert and the faculty think that some experts are not “real” in their understanding. Trust.
o Developing a plan is a challenge when resources are lacking.
Group D
o Lack of hardware/computer accessibility.
o Having the parents on board.
o Senior teachers on their way out and aren't willing to change.
o Lack of wanting to change things that have worked for years "why change?"
o Policies that prevent access (i.e. social networking, CIPA - too many filters).
o Assuming that teachers know how to do this b/c they are "good teachers.”
o Lack of willingness to change.
o People not being open new opportunities.
o Time (personal & professional).
o Lack of defining outcomes for students.
o Change is hard, so despite seeing value, there is resistant.
o Fear of trying something new.
o Fear of dangers that exist (violation to AUP, internet safety).
o Thinking about using technology as something separate in the curriculum as opposed to being parallel/integrated.
o People not understanding the layering aspect.....these tools don't go on top of everything else but enhance what you are already doing.
o Digital divide/we know these tools and are familiar with them but that can separate us from our faculty who aren't aware.....it can be intimidating to those outside the cohort.
o Afraid of letting the kids "loose" (i.e using YouTube, Facebook, etc.).
o Fear of failure.
o Fear of losing members of school community as a result of change.
o Variety of voices needed to motivate faculty.
o Administration must model these behaviors.
o Have buy in, but lack of committment or follow through.
o Getting everyone involved in shared vision (students, teachers, parents, admin, etc.).
o The pace of change and trying to keep up or keep ahead.
o The change is too huge.
o Transparency of being virtual brings fear.
Group E
o Administrator buy in - can’t do it without support- very researched based school and need research to prove that it will make teachers better- there is data, but it is all happening so fast- mindset of the school makes it hard for the administrators to support if there’s not the research there
o Teachers and admin are used to the way they did it, and they aren’t challenging the status quo
o Time is a huge issue
o Math/chemistry- working with numbers and equations- and it’s easier to do it on paper with pencil
o Finding time to navigate through all the new tools- do it on own first
o Time- fun to learn and play with tools, but it takes many evenings and mornings- exciting and good for brain, but how do you make other teachers excited about this? Crafting the next step- the barrier is time and giving a structure/process for implementing with other teachers
o Small school with small budget- infrastructure barriers
o Teachers who buy in right away and how to deal with the other group and pull them forward
o Finding time
o Administrators know that tech is important, but what is the realistic level of administrative support so faculty can move forward- how to give time, resources, support to make the initiative go forward
o Admin support, time, changing school culture to that of teachers as learners
o Understanding that this is not about the technology, coming from tech folks- this is about developing better teachers
o Independent school culture- the teachers are independent and this doesn’t create a collaborative environment
o How technology comes into schools- initial financial outlays= top down decisions- now we have stuff and need to behave in a network way
o It is hard for individual teachers to put a differing point of view on a Ning, etc., - how do we get people to take risks- teachers tend to be risk adverse- what is consequence of taking the risk= failing in front of students or having parents be upset if you don’t know the new tools well enough
o Maybe there doesn’t have to be a huge shift right away- Web 2.0 is evolving, so maybe we can let it happen little by little
o How to reach the middle- you have self starters but how to capture those in the middle
o Accountability
o Schedule- 45 minute blocks inhibits using web 2.0 and teacher’s learning
Barriers
Group A
o Traditions/required subject matter.o Other teachers not inspired/motivated.
o Time is an impediment to think, to learn, to share.
o When adding, there’s a need to remove – choosing what to remove.
o Learning how to use personal strengths in new ways.
o Appropriateness for el. Ed.
o No requirement on teachers.
o No time in class to explore and go deeper.
o Balance content, tools and process.
o Getting outside our comfort box.
o Lack of accessibility to laptops or lab.
o Skepticism – it’s all changing anyway.
o Being willing to be uncomfortable.
o Parents and teachers are resistant to change.
o Change stops faculty.
o Equipment.
o Teachers are afraid to fail, to know less than kids.
Group B
o Help teachers realize they can save time by doing things in a new way.o Lack of equipment – especially user-friendly equipment (want it to be used).
o Lack of time for faculty to learn this – have to devote nights, weekends.
o Pedagogy – Many old ideas are still good. People wonder if 21st century skills are good, too, but these skills have been thought about for a long time.
o Misunderstanding – How old and new complement each other.
o Being strong in 21st century (speed) – losing opportunities.
o Too many people don’t know/assume that “new tech is a better way to engage students with content and provide a deeper learning experience than traditional methods.”
o College focus distracts students and parents.
o So many ideas can be overwhelming.
o Every step of teaching new tools takes time…pushback from admin can be disheartening.
o Having energy to start something and not wanting to tell/criticize people that they’re “doing things wrong.”
o Presenting new ideas in a way that encourages people to adopt new and let go of some old…making room.
o Timing it – Only up in beginning. A year, not end.
o Setting up accounts, familiarizing students with tools (not same as FB) – have to pick and choose a couple digital projects.
o Web 2.0 tools fluid – changing – hard to know what to choose and invest time in.
o Fitting into curriculum. Make teachers see integrating, not recess. Throwing out other things.
o Teacher morale gets covered without admin enthusiasm.
o The vision of our teachers not seeing this as burden but a new spin, an enhancement – making lessons easier for kids to understand. Tools, not burdens.
o Don’t be afraid to say “I might not be doing this next year” – must be flexible.
o Must be willing to make room for new opportunities.
o 21st century demands flexibility, constant change.
o How do we bend thinking without breaking minds? It’s a person-to-person barrier.
o Some people are slower to change. Celebrate the good about teachers to get them on board while gently pushing forward, sharing ideas.
o There’s no one-size-fits-all. Lots of listening and quarrel reactions (seeing how people respond).
o Don’t see “difficult” people as barriers – just nurture people in their own way.
o Love professional development because you love teaching and want to learn to be a better teacher.
o Having agenda already set puts off tteachers. Let them choose what they want to learn to be more amiable to learning it.
o Teachers must also see themselves as learners (even if learning new material is just for the short term).
Group C
o Lack of resources. Not enough computers, projectors, for teachers and kso Developing a plan is a challenge when resources are lacking.
o Overarching yet well-thought out plan is difficult.
o Time. When to fit in the investigation of the tools.
o The need for really cohesive curriculum mapping.
o The need for a shift in thinking that technology is a “separate” subject. Needs to be collaborative between tech. experts and content experts.
o How to shift the ideology about what a classroom should “look like”.
o Follow-through with using “tools” when other competing pressures
o Hard to catch up with other team members.
o Lack of knowledge of parents and faculty. Fear and “heel-digging.”
o Parental range of responses. Some enthusiastic while others fearful.
o Paradox between feeling that you’re in a community, but its virtual. And a sense of isolation within the school itself.
o Finding the most effective way to present this to other teachers.
o Emotional component to learning the tools. Both ends of the spectrum. Folks who are elitist maybe
o Tool vs. transformational change
o Re-awaken the faculty in the desire to learn in faculty who feel competent in their areas to the “unsure” footing of new technologies.
o Shift in pedagogy is challenging if you are a technical expert and the faculty think that some experts are not “real” in their understanding. Trust.
o Developing a plan is a challenge when resources are lacking.
Group D
o Lack of hardware/computer accessibility.o Having the parents on board.
o Senior teachers on their way out and aren't willing to change.
o Lack of wanting to change things that have worked for years "why change?"
o Policies that prevent access (i.e. social networking, CIPA - too many filters).
o Assuming that teachers know how to do this b/c they are "good teachers.”
o Lack of willingness to change.
o People not being open new opportunities.
o Time (personal & professional).
o Lack of defining outcomes for students.
o Change is hard, so despite seeing value, there is resistant.
o Fear of trying something new.
o Fear of dangers that exist (violation to AUP, internet safety).
o Thinking about using technology as something separate in the curriculum as opposed to being parallel/integrated.
o People not understanding the layering aspect.....these tools don't go on top of everything else but enhance what you are already doing.
o Digital divide/we know these tools and are familiar with them but that can separate us from our faculty who aren't aware.....it can be intimidating to those outside the cohort.
o Afraid of letting the kids "loose" (i.e using YouTube, Facebook, etc.).
o Fear of failure.
o Fear of losing members of school community as a result of change.
o Variety of voices needed to motivate faculty.
o Administration must model these behaviors.
o Have buy in, but lack of committment or follow through.
o Getting everyone involved in shared vision (students, teachers, parents, admin, etc.).
o The pace of change and trying to keep up or keep ahead.
o The change is too huge.
o Transparency of being virtual brings fear.
Group E
o Administrator buy in - can’t do it without support- very researched based school and need research to prove that it will make teachers better- there is data, but it is all happening so fast- mindset of the school makes it hard for the administrators to support if there’s not the research thereo Teachers and admin are used to the way they did it, and they aren’t challenging the status quo
o Time is a huge issue
o Math/chemistry- working with numbers and equations- and it’s easier to do it on paper with pencil
o Finding time to navigate through all the new tools- do it on own first
o Time- fun to learn and play with tools, but it takes many evenings and mornings- exciting and good for brain, but how do you make other teachers excited about this? Crafting the next step- the barrier is time and giving a structure/process for implementing with other teachers
o Small school with small budget- infrastructure barriers
o Teachers who buy in right away and how to deal with the other group and pull them forward
o Finding time
o Administrators know that tech is important, but what is the realistic level of administrative support so faculty can move forward- how to give time, resources, support to make the initiative go forward
o Admin support, time, changing school culture to that of teachers as learners
o Understanding that this is not about the technology, coming from tech folks- this is about developing better teachers
o Independent school culture- the teachers are independent and this doesn’t create a collaborative environment
o How technology comes into schools- initial financial outlays= top down decisions- now we have stuff and need to behave in a network way
o It is hard for individual teachers to put a differing point of view on a Ning, etc., - how do we get people to take risks- teachers tend to be risk adverse- what is consequence of taking the risk= failing in front of students or having parents be upset if you don’t know the new tools well enough
o Maybe there doesn’t have to be a huge shift right away- Web 2.0 is evolving, so maybe we can let it happen little by little
o How to reach the middle- you have self starters but how to capture those in the middle
o Accountability
o Schedule- 45 minute blocks inhibits using web 2.0 and teacher’s learning